Activity
Episode 13
20th May 2014
Whaling
Key Learning
Students will develop a deeper understanding of the history of whaling and investigate some key questions
relating to the issue.
The Australian Curriculum
Science / Science as a human endeavour / Use and
influence of science
Science and technology contribute to finding solutions to a range of
contemporary issues; these solutions may impact on other areas of
society and involve ethical considerations
(ACSHE120) Year 7
Science understanding influences the development of practices in
areas of human activity such as industry, agriculture and marine
and terrestrial resource management (ACSHE121) Year 7
Discussion Questions
1. Which type of whale is the biggest creature on Earth?
2. Australia has never hunted whales. True or false?
3. What is the name of the fatty substance under a whale’s skin?
4. In the past, what things were made from blubber? List three items.
5. What impact did whaling have on some species of whales?
6. In 1986, a number of countries signed an agreement to ban commercial whaling. Why did whaling
continue after that?
7. Earlier this year, the International Court of Justice ruled that Japan couldn’t hunt whales in the
___________________.
8. Why is the issue back in the news?
9. Why does Japan believe they should be allowed to continue to hunt whales?
10. Do you think that whaling should be allowed for cultural reasons? Explain your answer.
Activities
Pre-Viewing activity
Ask students to make some predictions about what the BtN Whaling story might be about before they watch
the story. They can compare their predictions after viewing the story. Discuss the similarities and differences.
Watch the BtN Whaling story again and ask students to record as many key words as they can. Students
then clarify their understanding of the key words by writing down what they think the word means. Swap
definitions with a partner and ask them to add to or change the definition. Check them using a dictionary or
other source.
©ABC 2014
Keyword
Definition
Classroom Discussion
What do you know about whaling?
Hold a class brainstorm to find out what students know about whaling. Using sticky notes, students write
down a piece of information they know about whales or whaling. Collect and place all the notes on a wall in
the classroom. The following questions may help generate discussion:
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Why are whales important?
What do you know about the practices of whaling today?
What do supporters of pro-whaling believe?
Why do some people want to ban whaling?
Do you think the people’s attitudes to whaling have changed over the years? Why?
Student research
Students will investigate key questions relating to whaling. The class can be divided into research groups
with each group focussing on one key question. The following structure may help guide students’ research.
Define: What do I want to know?
Key questions for inquiry
Students can choose one of the following questions or come up with their own:
 Investigate the history of how people around the world have used whales. How is this different
today? Why do you think it changed?
 Investigate Australia’s whaling history. How were whales used in the past? How is this different
to today? Why did it change?
 Why conserve and protect whales? What is being done? Who is making the decisions to
conserve and protect?
 What is the Australian government’s position on whaling? How does Australia’s view on
controversial issues affect our relationship with other countries (for example, Japan)?
 Investigate the reasons why Japan hunts whales for scientific and commercial purposes. What
are the cultural reasons?
©ABC 2014
Locate: Where do I find the information?
What resources will help answer my questions? (Internet, people, resource centre, organisations, print)
Discuss with students what a reliable source is.
Select: What information is important for the investigation?
Students may need support to sort through and select relevant information.
Organise: How do I make sense of the information?
Students can organise their research by creating main headings from their questions. Write each heading on
a separate piece of paper. Record the information found for each question.
Present: How do we let others know about this information?
Each group needs to discuss then decide on the best way to present the information. Possibilities could
include:
 A `Did You Know’ Facts sheet
 Infographic
 Oral presentation
 Prezi http://prezi.com/index/
Evaluate: What have we learnt?
Each group reflects on what they have learned about the aspect of whaling they investigated.
Students will reflect on their learning
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What I learned...
What I found surprising...
How has this investigation changed my thinking about whaling...
Which whale is which?
Cetacean is the scientific name which refers to whales,
dolphins and porpoises. Students will find out more about
species’ of whales by completing the Which Whale is Which?
activity.
http://www.abc.net.au/btn/story/extracontent/2013/whaling/whal
es.pdf
If students are having trouble guessing which whale is which,
take a look at this image for hints.
http://www.reposter.net/images/content/hires/Cetacea_whales.
png
Students can then create a profile on one particular type of whale.
 Related Research Links
ABC News – Japan restarts whaling program in north-west Pacifiic
http://www.abc.net.au/news/2014-05-09/japan-continues-whaling-in-north-west-pacific/5441426
ABC News – Japan ordered to immediately stop whaling in Antarctic as International Court of Justice rules
program was not carried out for scientific purposes
http://www.abc.net.au/news/2014-03-31/ijc-japan-whaling-southern-ocean-scientific-research/5357416
©ABC 2014
Department of Environment – History of Whaling in Australia
http://www.environment.gov.au/node/18367
Scholastic – Good news for whales
http://magazines.scholastic.com/news/2014/04/Good-News-for-Whales
ABC Factcheck – Recent whale kills
http://www.abc.net.au/news/2014-04-08/whales-killed-in-2012-or-2011/5375856
©ABC 2014